Leadership

National Curriculum Assessments At Key Stage 2 In England, 2018

Almost a third of children who failed the phonics check at age 5 or 6 – and failed the resit a year later – still went on to reach the expected standard in reading by the end of primary, according to this DfE report. But those pupils who performed well in the phonics check, were far more likely to read well at the end of primary.

The statistics show that 30 per cent of the pupils who did not meet the expected standard in phonics by the end of Year 2 in 2014 went on to reach the expected standard in reading at the end of Year 6 this year, with 4 per cent achieving a high score.

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      string(3342) "running our popular 100 million minutes challenge again this year from 1st -9th March 2018. We want all schools, early years settings, colleges, parents, carers, childminders and other community groups across England and Wales to sign up. Last year, Monks Abbey Primary School in Lincoln won the challenge. One of 447 primary schools in England that took part in the challenge and raced to the top of the leaderboard after 420 pupils read for an incredible 667,895 minutes. Their prize, courtesy of Peters, was a brand new reading area worth £10,000. Charlotte Briggs, a Year 6 teacher at Monks Abbey Primary School, said: “The impact the new reading area has had has been phenomenal. It has not only made such a wonderful change to our learning environment, but has provided an exciting place for all our children to read and, for many, sparked an interest in exploring a range of texts. We would like to take this opportunity to thank Peters and Achievement for All for enabling us to continue on our journey of being a reading school and creating an inviting space for our children to develop their love for reading.”Sonia Blandford, CEO of Achievement for All, said: “Across the UK, up to two in five children in poorer communities have difficulties with literacy. Reading is key to helping children and young people learn and fulfil their potential’.Sign up to the challenge and make everyone a reader.ReferencesBlanden, J. and Mackin, S. (2010). Intergenerational inequality in early years assessments: Millennium Cohort Study Briefing 15, London: Institute of Education Blandford, S. (2017). Born to Fail? Social mobility: a working class view, Woodbridge: John Catt. Blandford, S. and Knowles, C. (2013). Achievement for All: Raising Aspirations, Access and Achievement, London: BloomsburyDepartment for Business, Innovation and Skills (2011) Skills for life survey: small area estimation data. London: DfBIS.Department for Education. (2017). National Curriculum Assessments: Key Stage 2, 2017 (provisional), London: DfEDouglas, J. (2017). Breaking the generational cycle of low literacy, Every Child Journal, vol. 6.(2): pp 20-35Nutbrown, C, Hannon, P, and Morgan, A. (2005) Early Literacy Work with Families: Sage National Literacy Trust. (2017). ROGO model evidence base, unpublished, London: National Literacy TrustHart, B. and Risley, T. (1995).  Meaningful differences in the everyday experience of American children, Baltimore: Paul H. BrookesRiley, J. and Reedy, D. (2003). Communication, Language and Literacy: learning through speaking and listening and reading and writing, in Riley, J. (ed.) Learning in the Early Years: a guide for teachers of children 3-7, London: Paul Chapman. Save the Children (2014). Read On Get On: How reading can help children escape poverty, London: Save the Children Save the Children (2014). Reading England’s Future: Mapping how well the poorest children read, London: Save the Children Wells, G (1987) The Meaning Makers: Children learning language and using language to learn, London: Hodder and Stoughton.Whitebread, D (ed.) (2003). Teaching and Learning in the Early Years, London: Routledge."
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Reading

100 Million Minutes Reading Challenge Matters

17 Apr 2018

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Leadership

Phonics Screening Check And Key Stage 1 Assessments In England, 2017

4 Oct 2017

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      string(5712) "categorised by Ofsted as ‘satisfactory’ or ‘unsatisfactory’ were less likely toanswer that teachers had been encouraged to contribute to school leadership ‘in the last 12 months’.69 © National College for School LeadershipThere was also evidence that collaborative leadership strategies, in partnership with other schools, weredeveloping. While one-half (51 per cent) of middle/senior leader respondents reported that their school hadno plans to share leadership responsibilities with a partner or across a family of schools, exactly one-thirdwere already doing so (including 18 per cent for more than a year). Further, while 81 per cent had no currentplans to develop an executive head and head of school model, 9 per cent were already doing so (6 per centfor more than a year). This mirrors the existence of executive headship within the sample discussed above.In Table 5.4, the figures in brackets are taken from the headteacher survey and are discussed in more detailin chapter 6. There is a broad similarity in responses across the two surveys, although it should be borne inmind that the headteachers and middle/senior leaders were not necessarily from the same schools.Table 5.4: Information about leadership strategies (senior leaders)To what extent has yourschool used the followingstrategies on leadership?We havebeen doingthis for a yearor more%Yes in thelast 12months%Plan to do soin the next 12months%No currentplans to doso%No response%Widened SLT membership 44 (23) 25 (22) 5 (12) 24 (40) 3 (2)Built a flatter less hierarchicalleadership structure and ethos36 (38) 22 (23) 6 (8) 31 (28) 4 (3)Encouraged and enabledteachers to contribute toschool leadership50 (52) 32 (37) 5 (5) 11 (1) 2 (1)Shared specific leadershipresponsibilities with a partneror across a family of schools18 (14) 15 (14) 12 (16) 51 (55) 4 (1)Developed an executive headand head of school model6 (5) 3 (1) 4 (3) 81 (88) 6 (2)N = 769Note: From a series of single-response itemsThe percentages in this table are weighted by school type, size and student FSM eligibility.Percentages in brackets are from the headteacher survey.Due to rounding, percentages may not sum to 100.Source: NFER and IOE leadership survey for the National College, 2012Interview and case study participants commonly described how building a culture that supports leadershipat all levels and sharing a vision for doing this was an important part of the role of the headteacher. Seniorleaders often reported that they needed to continue to develop shared responsibility and accountability foroutcomes among all staff. The need to develop the ability of colleagues to cope with uncertainty and changein a shifting climate was also reported.70 © National College for School LeadershipOn specifically middle leadership, differences emerged between primary and secondary schools. Withinprimary schools, headteachers referred to the successful sharing of leadership roles across the school andthe willingness of all staff to take on additional responsibility even where there was no formal recognition ofthis in terms of pay or status. Commonly, the majority of teachers had subject co-ordination responsibilities.Where primary schools were too small for middle leadership to be applicable as a ‘layer’ of leadership, allteachers with teaching and learning responsibility (TLR) points were usually included within the SLT. Overall,leadership in primary schools was nearly always considered by the headteacher to be good and developingat all levels, with the main area identified for development relating to the roles of support staff.In secondary schools, a mixed picture was more frequently reported. Concerns about middle leadershipwere usually reported about heads of department (or faculty), including for the core subjects of English,mathematics and science. Headteachers referred to a number of strategies for monitoring and improvingmiddle leadership. These included deploying:— line management, for example with senior leaders monitoring closely student progress and the impactof interventions in a specific department— performance management, including formal or informal capability measures and individual improvementplans— mini-inspections of subject areas, conducted by internal or external colleagues— leadership development programmes, such as those from the National College, were often run locally ina partnership arrangement or in-house— support from other schools, for example with the head of department from another school supportingdirectly the respective subject leader— restructuring, for instance in one case using an AST to lead teaching and learning in a core subject areawith an SLT member leading departmental managementCase study 2: Senior and middle leadershipA mixed 11-18 Church of England (CoE) school had been judged by Ofsted to be ‘outstanding’ in allinspection categories in 2006, a judgement confirmed by an interim assessment in 2010. The schoolshad a very low proportion of students eligible for FSM and converted to academy status in 2011.The SLT structure was described by the headteacher as being fairly conservative but flexible andincluded: a deputy head responsible for learning and the curriculum; a deputy head responsible forpastoral care; an assistant head of 14-19; an assistant head of Key Stage 3; an assistant head ofassessment, CPD and teaching school bid lead; a personnel director (personnel and plant); a financialdirector (newly appointed on academy conversion); an AST with responsibility for pedagogy ‘in-reach’and professional tutor for NQTs and"
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Leadership

Review of the school leadership landscape

6 Jul 2017

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      string(4713) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.NATIONAL CURRICULUM ASSESSMENTS ATKEY STAGE 2 IN ENGLAND, 2015KeywordsNationalCurriculumAssessments,Key Stage2, children,primary school,performancetables, maths,reading, writing,disadvantagedpupils  SummaryThis DfE report shows that there has been another slight rise in the number of children leavingEngland’s primary schools with a good grasp of the “three Rs”. Statistics show that 90,000more pupils leaving primary school with the reading, writing and maths skills needed tosucceed at secondary school.Primary performance tables show schools across the country are rising to the challenge of raisedstandards and expectations for all pupils. The 2015 performance tables show the number of schoolsbelow the floor standard – the minimum standards for pupil achievement and progress the governmentexpects schools to meet – has fallen by nearly 100 since last year – with 676 failing to meet theexpected levels compared to 768 in 2014, when the floor standard was increased.Performance tables for 2015 results will be the last to use levels to assess performance at the end ofprimary school.Following the introduction of a new more rigorous national curriculum in September 2014, from nextsummer (2016) pupils will be assessed against a higher standard and given a scaled score where100 will represent the expected standard.Main Points: ■ In 2015, 80% of Year 6 pupils achieved Level 4 in maths, reading and writing, up from 78% lastyear. ■ Improvements for disadvantaged pupils also continued, with 70% reaching the expected level inthe basics, up three percentage points on 2014. ■ The performance tables show the number of schools below the government’s floor standard hasfallen by 92 since last year, with 676 failing to meet the expected levels, compared with 768 in2014. ■ Nearly one in four Year 6 pupils in England (24%) gained a Level 5 (the expected level for a13-year-old) or above in reading, maths and writing ■ Of those pupils who started junior school (Year 3) with higher than average attainment, 99% wenton to get Level 4 in English, maths and writing at the end of Year 6 ■ The improved results for disadvantaged children (those who qualify for free school meals) thisWeek Commencing 4th January 2016https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/483897/SFR47_2015_text.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/483897/SFR47_2015_text.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359483/DFE-RR286_-_Are_free_schools_using_innovative_approaches.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.summer builds on an increase of four percentage points between 2013 and 2014 ■ Among pupils with English as an additional language, 77% reached Level 4 in all three areas,while 21% got a Level 5 ■ Attainment in the grammar, punctuation and spelling test improved from 76% in 2014 to 80% in2015 ■ Kensington and Chelsea – where 91% of pupils achieved Level 4 in all three areas – was the best-performing local authority ■ ?The Isles of Scilly was the poorest-performing local authority, with 69% of pupils meeting theexpected target, followed by Medway and Poole, both with 73% of pupils making the gradeKey statistics: ■ 80% Of pupils achieved level 4 or above in all of reading, writing and maths – in 2010, 1 in 3 pupilsdid not achieve this level, compared to 1 in 5 today. ■ 94% Of pupils made at least 2 levels of progress in writing – an increase of 4 percentage pointssince the earliest comparable figures in 2012. ■ 91% Of pupils made at least 2 levels of progress in reading – an increase of 2 percentage pointssince the earliest comparable figures in 2012. ■ 90% Of pupils made at least 2 levels of progress in maths – an increase of 8 percentage pointssince 2010. ■ Attainment in the grammar, punctuation and spelling test increased from 76% in 2014 to 80% in2015.WEB LINKNational Curriculum Assessments At Key Stage 2 In England, 2015https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/483897/SFR47_2015_text.pdf"
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Leadership

National Curriculum Assessments At Key Stage 2 In England, 2015

17 Dec 2015